Educational Institutions Of Ukraine Research Articles

IMPLEMENTATION OF REGULATORY AND LEGAL PRINCIPLES OF ACADEMIC INTEGRITY IN PSACEA: ACHIEVEMENTS AND PROSPECTS

In the modern development of society the need to improve the quality of training of highly qualified and competitive personnel with not only broad fundamental knowledge, but also able to independently and creatively solve professional problems, realize the personal and social significance of professional activity, can be responsible for its results. and be honest in their actions becomes more urgent. The demand of the Ukrainian society for a responsible and virtuous specialist, who is trained (educated) in educational institutions of Ukraine, has led to changes in Ukrainian educational legislation. In accordance with Article 42 of the Law of Ukraine ”On Education”, adopted in 2017, for the first time in the legal circulation of the state introduced the concept of “academic integrity”. The relevance of the research topic is that the integration changes in the public life of Ukraine, which are caused by the signing of the Agreement with the EU, have led to significant changes in Ukrainian legislation relating to education. The new Law of Ukraine “On Education”, which contains new requirements for educational standards, in particular, within the framework of Article 42 of this Law. In our opinion, the analysis of the concept of “academic integrity” and regulatory documents on the implementation of this article in the Free Economic Zone seem interesting. The purpose of the article. Analyze the legal documents for the implementation of issues of academic integrity in higher education institutions, in particular in the Dnieper Academy of Civil Engineering and Architecture. Conclusions. The Free Economic Zone, in particular the Dnieper State Academy of Civil Engineering and Architecture, has successfully adopted legal documents on academic integrity in accordance with Ukrainian legislation and is moving forward to implement the basic principles of academic integrity by developing implementation mechanisms.

Implementation of media education and media literacy in the modern education system of Ukraine

The aim of this paper is to substantiate the prospects for the implementation of media education and media literacy in the modern Ukrainian education system. The article examines the domestic experience of implementing media into the education system, the particular features of the formation of media literacy in the students learning in higher education institutions of Ukraine. The term “media education” is defined as the process of personal development with assistance and on the material of the mass media samples resulting in shaping media literacy.
 The relevance of the problem of introduction of media education and media literacy in the education sphere prompts the need to introduce the additions to the academic plan that would present relevant components that refer to the development of students’ readiness for full interaction with the modern media system and media technologies usage.
 The methodology. In the research, we applied such methods of scientific cognition as analysis, synthesis as well as statistical and descriptive methods. We also applied analytical methods of generalizing various scientific concepts presented by experts in media education, media literacy and media competence. It is mandatory that the introduction of lectures, relevant courses and seminars, discussion clubs for students, conferences and “round tables” on media education, and conducting various cultural and educational activities for the population on the discussed subject should be actively promoted.
 The results. The specific needs and priorities of media education development have been determined in regard to the European values implying counteracting information threats from external sources. The introduction of media education in higher education institutions should become a crucial component of wise state policy. The relevance of media literacy as one of the main priorities of the state educational policy in students’ education at the present stage has been defined and proved.
 The topicality of this work lies in the generalization of a comprehensive strategy for the development of media education and media literacy in primary and secondary schools, in higher education institutions and public organizations.
 The practical significance of this study is development of theory and improvement of the strategy of media education and media literacy in higher education.

Requirements for the content and training of PhD in the specialty of automation and computer-integrated technologies

The aim of the article is to disclose the requirements for the content and training of PhDs in the specialty 151 Automation and computer-integrated technologies, the implementation of which will contribute to the successful accreditation of educational and scientific programs of other specialties of higher educational institutions in Ukraine. Research Methods: The study involved the analysis of the regulatory framework of documents for the training of doctors of philosophy, standards of higher education, scientific and methodological literature, educational and scientific programs of higher educational institutions. The results of the study consist in highlighting the main aspects that should be taken into account for the successful accreditation of educational and scientific programs.

SOFT SKILLS DEVELOPMENT STRATEGIES FOR COMPUTER ENGINEERING AND INFORMATION TECHNOLOGIES UNDERGRADUATE STUDENTS DEVISED IN THE PROCESS OF LEARNING ENGLISH

The aim of the study was to devise soft skills development strategies for Computer Engineering and Information Technologies undergraduate students in the process of learning English. The research consisted of total 347 Computer Engineering and Information Technologies undergraduate students including 45 female students (13.00%) and 302 male students (87.00%) aged from 17 to 21. The research which was non-experimental in nature was conducted at four higher education institutions in Ukraine between October 2020 and November 2020. To reach the main aim of the study the team of researchers developed a web-based questionnaire containing open-ended and closed-ended questions. The use of the web-based questionnaire seemed to be quite logical for collecting the data necessary for devising soft skills development strategies for Computer Engineering and Information Technologies undergraduate students in the process of learning English taking into account the situation connected with the Covid-19 pandemic. The respondents who volunteered to take part in the survey were sent a link to the web-based questionnaire and guaranteed the complete anonymity. The data analysis covered processing of information collected from the anonymous web-based survey, displaying the data obtained in the form of tables and figures, devising soft skills development strategies based on research results and drawing general conclusions. The findings obtained enabled the authors to present six development strategies aimed at enhancing soft skills among Computer Engineering and Information Technology undergraduate students that could be applied in the process of learning English: a) combination of competence-based, action-oriented and blended-learning approaches in the English for Specific Purposes classroom, b) integration of formal, non-formal and informal learning, c) participation in specially focused network professional communities, d) use of open educational resources for learning English, e) use of open professionally-oriented educational resources, f) introduction of learning-style based activities in the English for Specific Purposes classroom for boosting students’ soft skills.

SETTING GOALS AND DEVELOPING AN EFFECTIVE CONDUCT STRATEGY OF ART HIGHER EDUCATION INSTITUTIONS IN UKRAINE

The article actualizes scientific issues related to the development of effective goal-setting activities of art higher education institutions in Ukraine, which are aimed at ensuring sustainable development of art higher education and it will contribute to the development of the domestic economy in the international dimension. The priority directions of development of the system of art higher education with the subsequent formation of alternative management decisions on their successful realization are singled out. It has been noted the key role of innovative support of the organizational and economic mechanism of management of higher education institutions with art profile and bringing them in line with the progressive challenges and bold demands of modern markets of educational services and human capital. The applied significance of the article is to present management cases from European educational practice with the possibility of its approbation in the domestic system of higher art education. This will contribute to a more efficient and sound development of appropriate areas for improving organizational structures and processes, as well as appropriate subsystems of functional support of the mechanism of management of the higher education system in Ukraine.

Research on academic mobility in higher school

Higher education institutions in Ukraine recognize the economic and educational benefits of academic mobility for students and teachers. However, only 2% of foreign students participate in academic mobility program in Ukraine, while 87% of foreign students have chosen Ukrainian universities as the basic educational institution. That is why it is of vital importance to examine the phenomenon of academic mobility and develop recommendations on increasing the level of academic mobility of students and teachers. This study provides insights into the main characteristics of the academic mobility of students and teaching staff. The hypothesis regarding increasing student and teacher mobility in Ukrainian universities is confirmed through a set of tasks. It examines how different factors (push factors) affect academic mobility. Looking in particular at the state of internationalization of higher education in Ukraine the study develops recommendations for increasing the rate of students and academic staff participation in international programs. Literature review involved searching literature on academic mobility, evaluating sources, identifying debates and gaps in the research problem. A comparative historical approach is used to examine major historical transformations in the history of academic mobility. To examine academic mobility as a unity of forms, types, procedures, requirements, motivation factors and results the holistic approach is implemented in the paper. The content, types, forms and procedure of academic mobility, credit transfer system in Ukraine are regulated by Law on Higher Education and are developed to enable the students and academic staff from different countries to participate in academic mobility programs. The findings suggest that to increase the level of internal academic mobility the students and academic staff should be regularly informed about new exchange programs, extra-curriculum activities focused on writing a motivation letter, CV and filling the application forms in. To help Ukrainian students and scholars to participate in the academic mobility programme English language courses should be organized.

Evaluation of the quality of education programs in sports (based on the results of accreditation of study programmes)

The article presents an analysis of the decisions of the National Agency for Higher Education Quality Assurance on the accreditation of educational programs of the following specialities: 017 Physical Culture and Sports, 014 Secondary Education (Physical Culture, Human Health). Considering the significant differences between the previous accreditation procedure carried out by the Ministry of Education and Science of Ukraine (until 2019) and the current accreditation procedure carried out by the National Agency for Higher Education Quality Assurance the analysis of accreditation cases is particularly relevant. In the course of the research, the analysis of accreditation cases that took place in the period from November 2019 to November 2020 was carried out. It included the assessment of educational programs, curricula, self-assessment documents, reports of the expert groups, conclusions of branch expert council and decisions of the National Agency. Generalized data on the evaluation of educational programs according to individual criteria is presented. The article presents an analysis of the main shortcomings identified in the process of assessing the quality of educational programs at the stage of field accreditation procedure and, at the stage of assessment of the accreditation case by the branch expert council of the National Agency for Higher Education Quality Assurance. It is shown that the main reason for the decision of the National Agency for Higher Education Quality Assurance on conditional (deferred) accreditation of the educational programs was the presence of significant shortcomings in the structure and content of educational programs, as well as in the processes related to teaching and learning. It was also shown that only half of the educational programs in the field of sports, which passed the accreditation procedure in the period from November 2019 to November 2020 met the requirements for ensuring the quality of the educational process. This indicates that the internal quality assurance systems of Ukrainian higher educational institutions were not ready for the new requirements set by the National Agency for Higher Education Quality Assurance.

Higher education institution as an economic corporation and object of professional management activity

The article considers the problems of development of a higher education institution as an economic corporation. Strategic directions of professionalization of higher education institution management are determined. The key parameters of the development of higher education institutions in Ukraine are analyzed. Features of behavior of teachers and students in the conditions of development of corporate relations are considered. Particular attention is paid to the semantic dynamics of the process of formation of professional management of higher education. Attention is paid to the main conceptual approaches to the formation and historical development of higher education institutions. The importance of innovative dynamics of the management system and the conditions for reducing transaction costs that hinder the development of the digital economy are shown. Approaches and methods of university management activities that create a "new normality" of professional university management are considered. The necessity of transformation of professional management of a higher education institution and its responsibility for the development of innovative economy is proved. Emphasis is placed on the professional qualities of management staff, which must meet the conditions of development of third generation universities. The basic principles of modern development of university education from the standpoint of capitalization of professional knowledge are considered. The necessity of innovative development of university science and formation of new forms of educational activity is proved. The need for fundamental training of students as a basis for their focus on the systematic development of the profession, innovation and creativity, intellectual and professional capacity for rapid vocational training throughout the career, which becomes an objective challenge of the digital economy.

Information Literacy Programmes: the Experience of Research Libraries in Hong Kong and Ukraine

The article is devoted to the analysis of information literacy programmes developed by libraries of higher education institutions in Hong Kong and Ukraine. The application of such theoretical and empirical methods as an analysis of sources, the method of external observation over the foreign and Ukrainian experience of the information literacy programmes developing, as well as a prognostic method for summarising, allowed to reveal similarities and differences in the content and forms of information literacy programmes implemented at Hong Kong and Ukrainian universities. Different stages of implementation of information literacy programmes by the Chinese University of Hong Kong (CUHK) Library during the last two decades are highlighted. The content of information literacy programmes provided by the libraries of 4 Ukrainian universities in general and the scientific library of the Kyiv National University of Culture and Arts (KNUCaA), in particular, is reviewed. It has been found out such similar characteristics of information literacy programmes of libraries that were analysed as using of traditional forms (lectures, practical exercises, instructions, video lessons) to form the skills and abilities for the effective information search, analytical processing, organisation, evaluation, and use of this information. It has been found out that, unlike Hong Kong, the introduction of certified and online information literacy courses by Ukrainian universities libraries is isolated cases. There is also no experience in testing students’ knowledge before studies of information literacy. Testing is usually done after completing the information literacy programmes, but these tests are not mandatory and only recommended. The authors hope that the experience of the CUHK Library (Hong Kong) in the implementation of the “Immersion Programme”, the UGCIL project, and InfoLit for U will be useful for the Ukrainian scientific library community, considering that libraries of higher education institutions in Ukraine have also started to develop similar programmes and modules. In particular, the interactive online guide “Music Documents in the KNUCaA Scientific Library” is an example of a modern approach to the formation of first-year students’ information literacy, their acquaintance with the scientific library, its services, and resources, basic types of documents, an electronic search algorithm.

Порівняльна характеристика сучасних онлайн інструментів тестування знань при дистанційному навчанні

Most of the educational institutions in Ukraine were forced to switch to distance learning, which is why there arose the question about the availability of technical means to ensure the fullness of educational process. The article investigates modern systems of testing students' knowledge in the process of distance education. Currently, there are quite a few LMS (learning management systems) that can optimize the learning process of distance education. The works of scientists related to the problems of organizing effective learning and the complexity of the transition to distance learning are considered. This article assumes the method of testing not on-ly as a tool to assess the level and quality of learning, but also as a means to obtain recommen-dations for improving the learning process in the whole. Based on the results of the analysis, a comparative description was created and an assessment of the suitability for intermediate control of knowledge of primary and secondary school students, the most common at this stage of school distance learning online knowledge testing tools. Thus the advantages and disad-vantages of these tools are revealed. As a consequence the most universal systems that can fully provide the learning process in terms of distance education and the most convenient tools for assessing knowledge are identified.

Відповідність існуючого фонду закладів загальної середньої освіти України сучасним вимогам «Нової української школи»

Objective: We established the compliance of the existing fund of general secondary education institutions in Ukraine with the modern requirements of the new Ukrainian school (NUS) according to the hygienic criteria for the evaluation of the architectural-and -planning decisions. Results: Over a 30-years period, the number of schools has decreased by 30%. The main fund of the GSEI in Ukraine consists of the buildings built in the 1960-1990 years. According to the current standard documents of sanitary and town-planning legislation, the existing educational premises of the GSEI have basically a rectangular shape and an area 50 m². According to the requirements of the NUS, it is envisaged to create eight zones with different functional purposes at their interchangeable use in one class building space. By the results of the calculations, it has been established that in compliance with all regulatory distances between desks and internal structures in a single building space of the standard class with an area 50 m² there is only 26.4 m² of free space for single desks, while the last row of the desks will be close to the wall (which does not meet the standard distance 0.65 m). It should be noted that at the construction of the new GSEI according to the requirements of SBS V.2.2-3: 2018 with a class area 60 m2 with a compliance of the standard distances for the placement of the desks, 31.2 m2 remains, which allows you to place 20 desks. Conclusions: In order to adapt the existing fund of the GSEI of Ukraine to the needs of the reform of the NUS education and to provide conditions for the health protection of the students, a new indicator of the placement of 15 educational places with single desks was substantiated, which can be implemented at online training.

Analysis of directions of modernization of professional training of specialists of the educational sector

Conceptual and legal bases of formation and realization of educational policy of Ukraine are considered. The vector of educational policy is aimed at its modernization and promotion of broad cooperation with educational institutions, research institutions, public organizations, private foundations of the European educational space, representation of Ukraine's interests in education and science in international relations in the prescribed manner.
 Four key objectives of European cooperation in the field of higher education have been identified: addressing future skills mismatches and promoting skills development; building inclusive and integrated higher education systems; providing higher education institutions that promote innovation; support for efficient and effective higher education systems.
 The political and legal aspects of cooperation between Ukraine and the EU in the field of education and the involvement of our country in the formation of the European educational space have been clarified.
 The main tendencies of professional training of specialists in the field of education are determined. These are: lifelong learning, development of professional skills and qualifications, entrepreneurship formation, quality assurance in higher education, optimization of management and funding.
 The modernization of the national system of professional training of specialists in the field of education, namely: establishing direct relations of universities with foreign partners on cooperation in the field of professional training of specialists in the field of education, concluding and ensuring implementation of international agreements on training, retraining and advanced training of foreign citizens at educational institutions of Ukraine

RESEARCH ON ACADEMIC MOBILITY IN HIGHER SCHOOL

Higher education institutions in Ukraine recognize the economic and educational benefits of academic mobility for students and teachers. However, only 2% of foreign students participate in academic mobility program in Ukraine, while 87% of foreign students have chosen Ukrainian universities as the basic educational institution. That is why it is of vital importance to examine the phenomenon of academic mobility and develop recommendations on increasing the level of academic mobility of students and teachers. This study provides insights into the main characteristics of the academic mobility of students and teaching staff. The hypothesis regarding increasing student and teacher mobility in Ukrainian universities is confirmed through a set of tasks. It examines how different factors (push factors) affect academic mobility. Looking in particular at the state of internationalization of higher education in Ukraine the study develops recommendations for increasing the rate of students and academic staff participation in international programs. Literature review involved searching literature on academic mobility, evaluating sources, identifying debates and gaps in the research problem. A comparative historical approach is used to examine major historical transformations in the history of academic mobility. To examine academic mobility as a unity of forms, types, procedures, requirements, motivation factors and results the holistic approach is implemented in the paper. The content, types, forms and procedure of academic mobility, credit transfer system in Ukraine are regulated by Law on Higher Education and are developed to enable the students and academic staff from different countries to participate in academic mobility programs. The findings suggest that to increase the level of internal academic mobility the students and academic staff should be regularly informed about new exchange programs, extra-curriculum activities focused on writing a motivation letter, CV and filling the application forms in. To help Ukrainian students and scholars to participate in the academic mobility programme English language courses should be organized.

REMOTE AS MODUS VIVENDI: THE LIFE OF STUDENTS IN THE LIGHT OF MONITORS IN THE CONDITION OF A COVID-19 PANDEMIC QUARANTINE

The epidemic situation in Ukraine in the autumn of 2020 with regard to the COVID-19 pandemic required the continuation of quarantine restrictions and the educational process in almost all higher education institutions in Ukraine went online. The aim of the study was to analyze the psychological aspects of students’ learning in the context of emergency distance learning during the quarantine of the COVID-19 pandemic, distance learning satisfaction, and success of adaptation. The data were collected in November 2020 during the second wave of emergency distance learning. The study involved 448 students of higher education institutions aged 18 to 23. The following questionnaires were used for the data collection: the questionnaire of attitude to distance learning (I. Galetska, V. Mushketa), supplemented by the questionnaire of behaviour in the context of distance learning (M. Klimanska, M. Perun), the questionnaire of people's lives in quarantine «Thermometer-COVID» (I. Haletska, M. Klimanska), The academic motivation scale (R.Vallerand, adaptation by O. Zakharko), Patient Health Questionnaire (modules PHQ-9 and GAD-7), The questionnaire on positive and negative affects (OPANA) (M. Klimanska, I. Haletska), short essays by students about their own experiences of the distance learning situation. 33% of students like to study remotely as opposed to 14% of students who are very dissatisfied with distance learning. The vast majority of students, 65,2%, attend classes and 52,1% prepare for seminars no less than before the announcement of distance learning. Students, in general, like the quality of teaching (33,1%) and the organization of education (28,2%), they declare, that now they have more time (41%). At the same time, 34,7% rate the level of education as the worse. 52,1% of students consider too much homework to be a key problem, 41,7% of respondents feel a constant temptation to do other things, 43,5% of students declare the complexity of self-organization and adherence to the regime, at the same time, a significant proportion of students, 21,8% , note that they have no problems with it. As the main positives of distance learning, 79% of students indicate savings of travel time, and travel costs 75,1%. 49,3% of students say that due to distance learning there is much more time for communication with friends, 45,8% - more time for independent work. 37,2% of respondents indicated that for them personally the availability of greater opportunities for сheating (copying) during online testing is a significant positive, and 13,7% do not consider it as an important advantage of distance learning for themselves. Students noted physical discomfort (27%), a great amount of educational tasks (25,7%), the temptation of other things (18%), difficulties in adhering to the regime (11%) as the greatest weaknesses and problems of distance learning. Three types of adaptation to distance learning were identified with the help of cluster analysis: 1) “Adapted” students (33%), show a high level of satisfaction with distance learning and high efficiency of adaptation to new learning conditions; have successfully adapted to the conditions of distance learning and see the benefits of time saving, increasing freedom of movement in it, as well as opportunities for independent learning ; 2) “Disadapted” students (31%) feel dissatisfaction and disadaptation in the situation of distance learning, which are manifested in the lack of academic motivation and ignoring learning, as well as in a higher level of anxiety, depression and negative affect in general; 3) “Frustrated” students (36%), show above average level of satisfaction with distance learning, a high level of activity in preparation for seminars in combination with a high level of academic maladaptation; despite the high level of academic motivation, they have significant difficulties in self-organization, as a result they are feeling constant distress, which is affecting negatively mental and physical health. The results of the study show that distance learning has become a catalyst for the exploration of differences in learning motivation and adaptability of students. Therefore, it is necessary to determine the ergonomic conditions for distance learning, as well as to develop recommendations and trainings for the formation of self-regulation and adaptability for students.

Theoretical Prerequisites for Training Future Primary School Teachers to Form Students’ Media Educational Skills

The article substantiates the theoretical prerequisites for training future primary school teachers to form students’ media educational skills. The development of new technologies necessitates managing information, choosing the primary information from a large flow within minimal time. The digitalization of society requires a person to be able to work correctly with media resources. Massive information flow covers all areas of human life, and the main difficulty is not to obtain specific information but to determine which information is needed. Because many current media do not verify the authenticity of the data published, manipulative technologies are spreading. Currently, the purpose of higher educational establishments is to train an educated specialist, who should be focused on lifelong learning and his or her ongoing personal and professional development. To be able to develop students’ media educational skills, teachers themselves need to be media-competent. Media competence affects students' professional competence and ensures the development of critical and analytical thinking. Pedagogical institutions of higher education are designed to provide future teachers with a high level of professional media knowledge and media skills to form a creative personality of a modern teacher, capable of research and innovation. In higher educational establishments of Ukraine, there have been revealed a number of problems related to the lack of orientation of the educational process on the professional training of future teachers to form media educational skills of students, namely: weak motivation of students to acquire media academic knowledge; episodic application of media educational technologies in the educational process; lack of future teachers’ interest in improving their level of media competence; insufficient level of theoretical knowledge and practical skills, associated with the effective use of media education, their didactic capabilities and functions; future teachers do not have the desire to improve their knowledge and skills through the use of media education technologies.

Educational Quality Assurance Principles in the ‘Faith-based’ Educational Institutions of Ukraine (with the Emphasis on the Educational Institutions that Belong to the All-Ukrainian Union of the Churches of Evangelical Christians-Baptists)

Kunderenko, Ivan. “Educational Quality Assurance Principles in the ‘Faith-based’ Educational Institutions of Ukraine (with the Emphasis on the Educational Institutions that Belong to the All-Ukrainian Union of the Churches of Evangelical Christians-Baptists).” Dissertation for the degree of the candidate of philosophical sciences – 09.00.14 (041 – Theology). Dissertation focuses on studying the principles of quality assurance in the faith-based higher education institutions of Ukraine. ‘Faith-based’ education has been scaling lately and is now an integral part of the educational landscape of Ukraine. NGO “EATA”’s perspective models were identified and introduced. Models of educational quality assurance systems management were established, along with transitional suggestions for constructing wholistic strategy and coordination of the All-Ukrainian Union of the churches of Evangelical Christians-Baptists (theological and ecclesiological distinctives are addressed).

Online Learning with the Eyes of Teachers and Students in Educational Institutions of Ukraine

The article presents an analysis of the attitude of teachers and students, colleges and universities to distance learning during the 2020 in Ukraine. The factors of the success of online learning were analyzed. The main stress factors were identified. Analysis of the results of the dynamics of opinions led to some conclusions and recommendations: for teachers regarding self-development; for school administrations regarding technical, organizational, and moral support for all participants in the educational process; for universities that provide professional training for future teachers.

USING VIRTUAL REALITY IN SUPPORT STEAM APPROACH FOR GENERAL SCHOOL

The article considers the main possibilities of virtual reality tools to support the STEAM approach in general education institutions. The focus is on the benefits of virtual reality for the implementation of STEAM education. The statistics of the law firm Perkins Coie LLP and XR Association «Determining the role of industry in the future of immersive technologies» on the research of the implementation of augmented and virtual realities in 2019. The attitude of teachers of general education institutions of Ukraine to the use of virtual reality in the implementation of the STEAM approach is analyzed. Particular attention is paid to VR applications for the STEAM approach in general school. Some virtual reality applications for general education institutions are offered, such as Google Expeditions, 3D Organon Anatomy, Lecture VR, StarTracker VR-Mobile Sky Map, Nano2d, VR Roller Coaster, Volumetric oscilloscope, Calcflow and others. We concluded that the use of virtual reality opens up many new opportunities in learning and STEAM education that are too complex, time consuming or expensive with traditional approaches. Virtual reality is able not only to provide information about the phenomenon itself, but also to demonstrate it with any degree of detail. A virtual educational environment is a creative environment in which learning is possible with the motivation of students, their emotional uplift and a positive, optimistic mood. A necessary condition for the use of a virtual educational environment is the implementation of a personality-oriented approach and the development and improvement of teaching methods, in particular in the fields of STEAM. Prospects for further research are the design of the STEAM model of oriented educational environment using virtual reality tools.

European experience of physical therapists training: Introduction of new master degree programs in Ukraine

Improving the quality of education and training of future physical therapists in Ukraine is possible provided that the experience of the best European educational programs is taken into account. During 2018-2021, Ukraine is implementing the EU Erasmus + Program in the direction of KA2 ‒ "Cooperation for innovation and exchange of best practices ‒ Development of higher education potential" project "Innovative rehabilitation education in Ukraine: Introduction of new master degree programs in Ukraine (REHAB)". Among the participating partners are four representatives of higher education institutions of Ukraine and Europe.
 The main goals of the project are: to increase the professional potential of teachers of domestic universities; creation of new resources for teaching, learning, assessment; creation of a special educational infrastructure necessary for the implementation of new master's programs in physical therapy.
 At the first stage of the project implementation, own educational programs in physical therapy were analyzed and a comparative description with similar European educational programs was made. In the second and third stages of the project, an innovative educational environment was developed and created for the training of future physical therapists. Particular attention is paid to practice-oriented training of future physical therapists. Methodological support for conducting an objective structured clinical examination has been developed.
 The results of this project at Sumy State University are: analysis and updating of the educational-professional program "Physical therapy" of the first (bachelor's) level of higher education; development of the project of the educational-scientific program "Physical therapy" of the second (master's) level of higher education; development of educational and methodological support of educational components of bachelor's and master's educational programs in physical therapy; development of three electronic courses for the educational-scientific program of the second (master's) level "Physical therapy"; development of methodological support for conducting an objective structured clinical examination in the specialty 227. "Physical Therapy, Occupational Therapy"; creation of four rehabilitation educational and scientific laboratories and organization of the educational process on their basis; increasing the professional competence of all teachers of the Department of Physical Therapy, Occupational Therapy and Sports Medicine of SSU; participation of students in academic mobility activities, various forms of non-formal education within the project.

Competence of teachers of HEIS in the context of lifelong learning

The purpose of the academic paper is to reveal and define the set of competences of teachers of higher educational institutions, corresponding to the concept of “lifelong learning”. The study was conducted by surveying four higher educational institutions in Ukraine and Poland. Along with this, the basic components of the general competence of teachers of higher educational institutions are as follows: professional, psychological-communicative and academic competence. A set of certain features has been selected for a clear and concise essence of competences. It has been established that the competence of introduction of innovative learning technologies in the educational process, research, digital and competence of lifelong learning are relevant in accordance with the requirements. Systematization of indicators of professional, psychological-communicative and academic competence has made it possible to reveal that the improvement of these characteristics is achieved through continuous learning. It has been proved that the development of tools for assessing the competence teachers of higher educational institutions will help identify positive or negative trends.